Simulation in Health Professions Education MED5395
- Academic Session: 2022-23
- School: School of Medicine Dentistry and Nursing
- Credits: 10
- Level: Level 5 (SCQF level 11)
- Typically Offered: Semester 2
- Available to Visiting Students: Yes
- Available to Erasmus Students: No
- Taught Wholly by Distance Learning: Yes
In this course, students will identify and critique ways in which simulation may be used in the delivery of health professions education, in contexts of high- and low-resource. This will include the use of simulation in formative and summative assessment of clinical and communication skills.
Requirements of Entry
Applicants should normally possess a medical, dental, or nursing degree from an institution recognised by the University Court; or a recognised degree from another appropriate health profession; they should ideally be employed in a relevant professional context. Applications will also be considered from individuals with other relevant degree qualifications (such as a BSc in a biomedical science), who are, or aspire to be, employed in the education of health professionals.
For applicants undertaking this course as part of the PGDip/Msc HPE or PGDip/MSc HPER, they would normally be expected to have completed the following courses successfully: Learning in Health Professions; Teaching in Health Professions; and Assessment in Health Professions.
Assignment relating to simulation (75%)
Contribution to online discussion (25%)
This course aims to give students the opportunity to:
1. Debate how simulation may legitimately be used in the delivery of health professions curricula, including in the assessment of clinical and communication skills;
2. Reflect on the resource required for simulation, and to think creatively about low-resource alternatives.
Intended Learning Outcomes of Course
By the end of this course students will be able to:
1. Critique various uses for simulation in the delivery of health professions curricula;
2. Critically discuss the extent to which principles and theories of learning and teaching inform the use of simulation in health professions education;
3. Discuss how simulation may be practised in high- and low-resource contexts in health professions education;
4. Engage in critical debate on the evidence-base for the use of simulation in learning, teaching and assessment in health professions education.
Minimum Requirement for Award of Credits
Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.